Instrument skill instruction and training system

ABSTRACT

Technology is described for a system to provide skill training in various fields, including professional fields involving handheld instruments. The system senses a user&#39;s manipulation of a handheld instrument or tool using various sensors, e.g., for a dental tool, an array of pressure sensors in the tool&#39;s tip, grip sensors, and sensors to track the position and movement of the tool. The system includes lessons to train users in the proper methods to manipulate the tool and provides guidance and feedback based on the user&#39;s performance to build the user&#39;s skills, prevent injury, and document competency.

RELATED APPLICATIONS

This application is a continuation of, and claims priority to, U.S.Non-Provisional patent application Ser. No. 14/210,412 filed Mar. 13,2014, titled “Instrument Skill Instruction and Training System,” whichclaims priority to U.S. Provisional Patent Application No. 61/779,102filed Mar. 13, 2013, titled “Method, System and Apparatus forProfessional Skill Instruction and Training,” all of which areincorporated by reference in their entirety.

TECHNICAL FIELD

This disclosure relates to embodiments of an apparatus, method, andsystem of skill training in various fields, including professionalfields involving hand-held instruments, for training users in the propermethods to build their skills and document their competency in thetraining material.

SUMMARY

In some embodiments, the technology disclosed herein includes a skilltraining apparatus comprising a handheld instrument and acomputer-readable storage medium. The handheld instrument may have aplurality of sensors, including at least one sensor for detecting theorientation of the instrument and at least one sensor for detectingcontact with the instrument. The handheld instrument may be operativelycoupled to a processor, such that the processor can receive sensor dataabout the detected orientation of the handheld instrument and detectedcontact with the handheld instrument. The computer-readable storagemedium may include a data structure containing informationcharacterizing proper orientation of the handheld instrument and contactwith the handheld instrument, and instructions configured to cause theprocessor to compare sensor data about the detected orientation of thehandheld instrument and detected contact with the handheld instrument todata structure information characterizing proper orientation of theinstrument and contact with the handheld instrument, as well asinstructions configured to cause the processor to provide, through anoutput device operatively coupled to the processor, feedback based oncomparison of the sensor data to data structure information.

In some embodiments, the technology disclosed herein includes a systemfor assisting in skill training when operatively coupled to at least oneprocessor. The system may comprise an implement substantially having theform of a professional tool, means for sensing manipulation of theimplement by a user, and at least one memory storing computer-executableinstructions executable when operatively coupled to the processor. Thecomputer-executable instructions may include various components, such asa component configured to convey to a user information describingskilled manipulation of the implement; a component configured to detect,via the sensing means, the user's manipulation of the implement; acomponent configured to collect information about the detected usermanipulation of the implement; a component configured to identify, basedon the collected information, improper user manipulation of theimplement; and a component configured to convey to the user feedbackregarding the improper user manipulation of the implement.

In some embodiments, the technology disclosed herein includes acomputer-readable storage medium having contents configured to cause atleast one computing device having a processor to perform a method forprofessional user skill training. The method may comprise receiving alesson plan for training the user in a professional skill, wherein theprofessional skill includes handling of an instrument used in theprofession; presenting at least a portion of the lesson plan to a user;prompting the user to attempt to perform at least a portion of theprofessional skill, wherein performing the at least a portion of theprofessional skill includes handling the instrument; obtaininginformation characterizing the user's handling of the implement in theuser's attempt to perform the at least a portion of the professionalskill; evaluating, by the processor, the information characterizing theuser's handling of the implement; determining, based on the evaluation,whether the user's attempt to perform the at least a portion of theprofessional skill was successful; and if the user's attempt to performthe at least a portion of the professional skill was not successful,conveying, on an output device, feedback regarding the user's handlingof the implement.

BRIEF DESCRIPTION OF DRAWINGS

The present disclosure will be better understood, and aspects other thanthose set forth above will become apparent, when consideration is givento the following detailed description, which makes reference to thedrawings:

FIG. 1A is a plan view illustrating external components of an exampleassembly in the form of a dental tool in accordance with embodiments ofthe present disclosure.

FIG. 1B is a plan view illustrating internal components of the exampleassembly shown in FIG. 1A.

FIG. 1C is a plan view illustrating additional internal components ofthe example assembly shown in FIG. 1A.

FIG. 1D is a plan view illustrating an interchangeable tip of theexample assembly shown in FIG. 1A.

FIG. 1E is a plan view illustrating examples of interchangeable tipshapes and configurations for the example assembly shown in FIG. 1A.

FIG. 1F is a plan view illustrating wireless and wired configurations ofthe example assembly shown in FIG. 1A.

FIG. 2A is a block diagram showing components incorporated in computersystems and other devices on which the technology executes in accordancewith an embodiment of the present disclosure.

FIG. 2B is a high-level data flow diagram showing data flow in a typicalarrangement of components of an embodiment of the technology.

FIG. 2C is a high-level data flow diagram illustrating an example of acomputing environment in which the technology may be utilized.

FIG. 3A is an illustration of an example lesson module user interface.

FIG. 3B is a block diagram showing modules of an example lesson plan inaccordance with an embodiment of the present disclosure.

FIG. 4A is a detail view illustrating a sensor array of the exampleassembly tip shown in FIG. 1D.

FIG. 4B is a detail view illustrating a sensor array of another exampleassembly tip.

DETAILED DESCRIPTION Overview

The inventors have recognized that a new approach to skill training thatis faster, less expensive, and more convenient than traditionalapproaches would have significant utility. An apparatus, method, and/orsystem in accordance with the present disclosure (an embodiment of “thetechnology” including software and/or hardware) helps train users invarious skills and skillsets, particularly skillsets involving handheldimplements and instruments. The technology allows users to achievehigher levels of skill and implement those skills more quickly thanpossible through traditional approaches. By using the technology, userscan develop proper skills faster and with fewer errors, helping themsuccessfully enter into or continue in their professional fields.

Professional longevity through proper ergonomic or safety protocols isalso a benefit of various embodiments of the technology. For example,embodiments of the technology help users to identify and learn properergonomic instrument orientation, handling, and manipulation, tounderstand what corrections to make in their skills, and to applycorrections immediately in a simulated environment in order to preventpotential injury. Using the technology (including, e.g., an application,a training tool, and a simulated environment) can help users develop andperfect techniques needed to take their learned skills with them intothe field after instruction has completed, thereby increasing thelongevity of their careers.

Other benefits of various embodiments of the technology include reducedcost and increased availability of skill training. Higher professionaleducation and vocational training are expensive, and users andinstitutions look for ways to cut costs. The technology can loweroverall professional educational costs by reducing the amount and lengthof training needed to build skills, by providing lessons that developcorrect technique in a simulated environment to practice on. Thetechnology thus decreases the student's and/or institution's cost byreducing the time needed to get and/or provide quality training. Thetechnology can also augment worldwide availability of qualityskill-improvement education, e.g., providing training where traditionalinstructional resources are rare or difficult to access.

Various embodiments of the technology address such issues and providesuch benefits with respect to professional training by providing anapparatus, method, and/or system for training users in the understandingand use of professional devices, including providing documentation ofcompetency during or after a training exercise. The technology can alsobe used to augment worldwide availability of quality professionaleducation. For example, in developing countries, nurses who do not haveaccess to specialized dental hygiene instruction could learn basictechniques and professional skills to improve dental health in theircommunity.

An apparatus in accordance with one or more embodiments of thetechnology includes a handheld device with interchangeable tips, eitherfree standing, or connected to a base unit, which contains one or moreof various sensor technologies. For example, in various embodiments,sensors are included in one or more of the body, the tip (or tips), aconnected base unit, a remote sensor or scanner unit, or any combinationor all of the above, which transmit sensor data (including, e.g.,positional, directional, and sensory feedback data) information to thesoftware (e.g., wirelessly or by a wired connection), providing the userwith real time feedback about their correct use of a professional toolor instrument in a given professional application. Means for sensingmanipulation of the implement by a user include all of the sensortechnologies described in this disclosure and their equivalents.

The method of the present disclosure is usable in connection withvarious computing devices, e.g., a television, computer laptop, desktop,station, terminal, tablet, phone, PDA, wearable computer, or otherpersonal computing device. Software on the computing device, forexample, can provide the user via a personal computing display devicewith a visual representation of their applicable professionalenvironment and current lesson plan. An apparatus incorporating thetechnology provides data feedback to the software to facilitate the userinteraction with the training software. Using a method as describedherein, the user is able to access, load, and start a module or lessonplan relevant to his or her professional field or area of study. Thelesson plans or modules present the user with, for example, a simulated3D environment where the user may use the above-mentioned apparatus tomanipulate or interact with a 3D image on the screen in order tocomplete a given scenario correctly. For example, the user could begin alesson describing how to sharpen an instrument properly. The softwaredepicts an image of a virtual dental tool, based on positional datagathered from the apparatus in the user's hand. When the user moves areplica sharpening stone against the hand held apparatus, the images onscreen are able to mimic the movements of the apparatus and display aresult indicating proper or improper sharpening technique. Thetechnology in this example describes proper technique, use, andinformation about the given professional lesson and situation, tracksthe user's progress through a lesson, and gives the user a documentedresult of competency in the lesson or module after it has beencompleted. The user is able to retake competency checks and revisitlessons or modules at his or her discretion or as indicated by aninstructor.

A system for teaching proper technique and skillsets in a variety ofprofessional scenarios in accordance with embodiments of the technologyincludes a hand held interface apparatus to provide input, andelectronic sensor data information, and a computer program to allow theuser to interact with professional lesson plans or modules that are madeup of real world examples (e.g., 3D scenarios) to train or improveprofessional skillsets. For example, an electronic hand held devicemodeled after a surgical instrument interacts with a medical lesson(e.g., a scalpel for a particular surgical procedure) on the computingdevice (e.g., a television, computer laptop, desktop, station, terminal,tablet, phone, PDA, wearable computer, or other personal computingdevice) and uses sensor hardware in the device to provide real timefeedback for the user interacting with the software to train or improveprofessional skills. Features of the embodiments can be implemented innumerous ways, including as a system, a method, an apparatus, or acomputer readable medium such as a hard drive, disk, read-only orrewritable memory, or other storage device. Aspects of the system mayutilize a communication infrastructure, for example, a broadbandconnection, Wi-Fi network, Bluetooth short range wireless, near-fieldcommunication (NFC), Universal Serial Bus (USB), Ethernet, or otherlocal area network for centralized control or remote activity. As acomputer system the technology can include or interacts with specialpurpose hardware or a general use processor unit with associatedhardware and associated display device such as a standard desktopcomputer and display monitor. As a computer readable medium containingprogram instructions for providing interactive training, an embodimentof the technology includes computer readable code to provide a trainingmodule or professional lesson plan. Part or all of the training sessionor results can be stored locally or sent electronically and maintainedon a remote computing device (e.g., a secure Web server) forconfidential access (e.g., through secure authentication using a typicalWeb browser).

Embodiments of the present disclosure provide a user friendly, easy tounderstand, three-dimensional, responsive, interactive hardware and/orsoftware package that brings professional skillset training designed tofacilitate simulated hands on instruction for proper technique andprofessional injury prevention to the user. For example, the technologyencompasses a dental training program designed to reduce work-relatedinjury in the dental field by teaching proper techniques.

DESCRIPTION OF FIGURES

Several embodiments of the technology are described in more detail inreference to the Figures. Embodiments in accordance with the presentdisclosure are set forth hereinafter to provide a thorough understandingand enabling description of a number of particular embodiments. Numerousspecific details of various embodiments are described below. In someinstances, well-known structures or operations are not shown, or are notdescribed in detail to avoid obscuring aspects of this technology. Aperson skilled in the art will understand, however, that the technologymay have additional embodiments, or that the technology may be practicedwithout one or more of the specific details of the embodiments as shownand described.

Aspects of the present disclosure address needs in professional trainingby providing a hands-on module-based training system with contextuallyspecific hand-held input hardware for training users in theunderstanding and use of professional devices in specialized fields suchas, e.g., dental hygiene. In the illustrated examples, the technologyutilizes a client/server environment to provide module-based lessons torun on devices such as a laptop, desktop PC, or microcontroller. Theuser uses custom task-specific input hardware in a hand-held format,operating with the software to allow the user to interact with andcomplete the training modules.

The following discussion provides an illustrative example of thetechnology and components in connection with dental tools andprocedures. It is noted, however, that the technology is not limited todental tools and procedures, and the technology is applicable to otherhandheld tools, components, procedures, systems, and methods.

FIG. 1A is a plan view illustrating external components of an exampleassembly in the form of a dental tool in accordance with an embodimentof the present disclosure. The hand held dental tool or device 100includes a body 102, which holds various components in an externalhardware casing. In this example device 100, the casing is shaped toclosely resemble a periodontal scaler or curette. The device 100 canvary in size and shape depending on the professional training beingprovided. The example form factor is designed for the technology toprovide dental skill training. By having the device 100 approximate orreplicate a particular tool design, the technology provides the mostrelevant training experience to a user.

The device 100 has a tip portion and an intermediate gripping portion104 a that the user grips during use. In the illustrated embodiment, thedevice 100 can have bumps, dimples, ridges, or other grip enhancingfeatures. The expanded view 101 of the body 102 shows various examplecomponents of the body 102. The grip portion 104 a has a pressure sensormembrane or area 104 (which may or may not be attached or integratedinto the main body of the hand held device) that allows the technologyto measure finger or grip position, strength, or tension. An attachmentpoint 106 allows an interchangeable tip 136 (shown, e.g., in FIG. 4A) tobe attached to the body 102. A data and/or power connection port 108permits powering of the device 100 or charging of a battery to power thedevice 100, as well as enabling data to be uploaded to or downloadedfrom the device 100. For example, power connection port 108 may be amicro USB port for transmitting sensor data to an attached base stationor an external computer running associated training software. Aconnection status LED 110 conveys information about the status of a dataconnection to the device 100, and a battery level LED 112 conveysinformation about the strength of charge of a battery powering thedevice 100.

FIG. 1B is a plan view illustrating internal components of the exampleassembly shown in FIG. 1A. An expanded cutaway view 103 of the device100 shows an example printed circuit board (PCB) 114 inside the body102. The PCB 114 includes components such as an external pressure sensorchip 116 and sensor connector pins 118 that connect the pressure sensorchip 116 to the pressure sensor membrane or area 104 illustrated in FIG.1A. An accelerometer 120 is used to give relational positioninginformation such as instrument position and/or movement information. Tipsensor chips 122 acquire data via a set of tip connection pins 124 fromsensors (not shown) at the fixed or interchangeable tip or working endof the device 100. A control chip 126 (e.g., a programmable read-onlymemory (PROM) or a central processing unit (CPU) or microcontroller)manages the flow of data and power within the device 100 and to and fromthe device 100. A wireless transmitter 128 transmits data to (andreceives data from) another computing device associated with the user orthe technology, or additional (e.g., remote) sensors (not shown). Othercomponents 130 include, e.g., sensors of various types (e.g., tension,temperature, position, or direction), memory, and/or other circuitry tofulfill the purpose of the device and to interface with other portionsof the technology. As illustrated in FIG. 1A, the PCB 114 also includesindicator LED lights 110 and 112 to visually present battery,connection, error, power, or other warnings, levels, or signals to theuser, and a USB or other power or data transmission port 108 forpurposes of charging a battery in the unit, and/or transmitting data toor from the device 100. Data transmission port 108 and wirelesstransmitter 128 allow the device to communicate with a base station(shown, e.g., in FIG. 1F) and/or a computer running a program forevaluating the user's manipulation of the device 100.

FIG. 1C is a plan view illustrating additional internal components ofthe example assembly shown in FIG. 1A. An expanded cutaway view 105 ofthe device 100 shows power- and battery-related components including abattery 132 (e.g., a rechargeable lithium-ion battery) or a batterypack, and related power control or regulation circuitry 134. In theillustrated example, the battery 132 and power control or regulationcircuitry 134 are located behind PCB 114.

FIG. 1D is a plan view illustrating an interchangeable tip of theexample assembly shown in FIG. 1A. The detachable tip 136 connects tothe body 102 and is configured for dental hygiene educational modules.An expanded cutaway view 107 of the device 100 shows electroniccomponents such as accelerometers, magnetometers, gyroscopes, or otherpositioning systems 138 within the tip 136. At the working end of thetip 136 is a sensor array 140, which is illustrated in greater detail inFIG. 4. Wires 142 connect the elements of the sensor array 140 to aphysical connector 144 by which the tip 136 is attached to attachmentpoint 106 of the body 102 as illustrated in FIG. 1A.

Using data from various internal and/or external sensors, the examplehandheld device 100 is able to determine grip pressure as well as theposition and movement of the device 100 on several axes. Theinterchangeable tips 136 (in the illustrated example, tips for a dentalhygiene instrument) contain a series of sensors to provide area specificinformation through, e.g., electrical resistance or capacitance sensors,such as an electric probe sensing an interruption in current, or anyother sensor type that can provide real time feedback related to theprofessional training module lesson being presented to the user.

FIG. 1E is a plan view illustrating examples of possible interchangeabletip shapes and configurations for the example assembly shown in FIG. 1A.Each of a number of training modules can require one or more specialtips that mimic professional tools for training purposes. For example,the illustrated tips 136 a, 136 b, and 136 c represent specific dentalor periodontal tools. Each tip 136 connects to the custom input hardwarebody 102 as described in connection with FIG. 1D, and make use of anycombination of sensors in or available to the apparatus to providepositional data to the technology to measure real time user competencyduring a lesson. Some tips require additional sensors, e.g., a sensorinside the handheld device body 102 as well as sensors in the tip 136 ofthe device 100 and/or a scanner external to the device 100 to measureaccuracy with respect to the lesson being presented.

FIG. 1F is a plan view illustrating wireless and wired configurations ofthe example assembly shown in FIG. 1A. The top device 100 a is connectedwirelessly to one or more other components of the technology, e.g., auser training platform (not shown), a base station 146, or otherexternal sensors (e.g., included in the base station 146 or not shown)or internal components of the device 100 a. The bottom device 100 b isconnected to the base station 146 and/or one or more other components ofthe technology via a wired connection, e.g., through data and/or powerconnection port 108 illustrated in FIG. 1A. Various internal componentsof the device 100 may be incorporated into the base station 146 to allowthe device 100 to be of minimal size. The device 100 in the illustratedexample (including both a wireless device 100 a and a wired device 100b, whether or not via a base station 146) is connected to andcommunicates with a processor of a computing device (e.g., a personalcomputer) running instructions such as a software program for monitoringand evaluating sensor data describing the user's manipulation of thedevice 100 and providing feedback to the user based on the communicateddata.

The base station 146 is connectable to (e.g., via a wired or wirelessdata connection), and communicates with, a computer executinginstructions to track the user's handling of the device 100 and provideuser feedback. The base station 146 may include various sensors fortracking the user's manipulation of the device 100, e.g., visual (e.g.,a tracking camera), laser, radar, infrared, ultrasound, orelectromagnetic field sensors. In various embodiments of the technology,the base station 146 can provide power and data to the device 100, andcan include a processor to process sensor data, run lesson plan modules,and provide a self-contained secure system to receive user data andprovide skill training.

FIG. 2A is a block diagram showing components incorporated in computersystems and other devices on which the technology executes in accordancewith an embodiment of the present disclosure. These computer systems anddevices 200 may include one or more central processing units (CPUs) 201for executing computer programs; a computer memory 202 for storingprograms and data—including data structures, database tables, other datatables, etc.—while they are being used; a persistent storage device 203,such as a hard drive, for persistently storing programs and data; acomputer-readable media drive 204, such as a memory card reader orCD-ROM drive, for reading programs and data stored on acomputer-readable medium; and a network connection 205 for connectingthe computer system to other computer systems, such as via the Internet,to exchange programs and/or data—including data structures. The terms“memory” and “computer-readable storage medium” include any combinationof temporary and/or permanent storage, e.g., read-only memory (ROM) andwritable memory (e.g., random access memory or RAM), writablenon-volatile memory such as flash memory, hard drives, removable media,magnetically or optically readable discs, nanotechnology memory,biological memory, and so forth, but do not include a propagating signalper se. The computing devices on which the described technology may beimplemented may also include various input devices (e.g., keyboard andpointing devices) and output devices (e.g., display devices) In variousembodiments, the technology can be accessed by any suitable userinterface including Web services calls to suitable APIs. While computersystems configured as described above are typically used to support theoperation of the technology, one of ordinary skill in the art willappreciate that the technology may be implemented using devices ofvarious types and configurations, and having various components.

FIGS. 2A-2C and the discussion herein provide a brief, generaldescription of a suitable computing environment in which the technologycan be implemented. Although not required, aspects of the system aredescribed in the general context of computer-executable instructions,such as routines executed by a general-purpose computer, e.g., a mobiledevice, a server computer, or a personal computer. Those skilled in therelevant art will appreciate that the technology can be practiced usingother communications, data processing, or computer systemconfigurations, e.g., hand-held devices (including tablet computers,personal digital assistants (PDAs), and mobile phones), wearablecomputers, vehicle-based computers, multi-processor systems,microprocessor-based consumer electronics, set-top boxes, networkappliances, mini-computers, mainframe computers, etc. The terms“computer,” “host,” and “device” are generally used interchangeablyherein, and refer to any such data processing devices and systems.

Aspects of the technology can be embodied in a special purpose computingdevice or data processor that is specifically programmed, configured, orconstructed to perform one or more of the computer-executableinstructions explained in detail herein. Aspects of the system may alsobe practiced in distributed computing environments where tasks ormodules are performed by remote processing devices that are linkedthrough a communications network, such as a local area network (LAN),wide area network (WAN), or the Internet. In a distributed computingenvironment, modules may be located in both local and remote memorystorage devices.

FIG. 2B is a high-level data flow diagram showing data flow in a typicalarrangement of components of an embodiment of the technology. A numberof client computer systems 210 that are under various users' controlgenerate and send resource requests 231 to one or more logical servers230 via a network such as the Internet 120, such as page requests forWeb pages that include information about lesson modules provided by thetechnology. Within the server, these requests may either all be routedto a single server computer system, or may be load-balanced among anumber of server computer systems. The server typically replies to eachwith served data 232. Servers 230 may include computing nodes, or suchcomputing nodes may be remote from the servers and simply makeinformation determined by the technology available to the servers.

Embodiments disclosed herein describe an interaction between a serverand a client. It will be understood that the client could perform manyof the operations described as performed by the server. Alternatively, aserver could perform many of the operations described as performed bythe client. Furthermore, the embodiments described herein could beperformed by an application on a single device, using local data orreceiving data from a network, without requiring the use of a server.

The technology is operational with numerous other general purpose orspecial purpose computing system environments or configurations.Examples of well-known computing systems, environments, and/orconfigurations that may be suitable for use with the technology include,but are not limited to, personal computers, server computers, handheldor laptop devices, cellular telephones, tablet devices, multiprocessorsystems, microprocessor-based systems, set-top boxes, programmableconsumer electronics, network PCs, minicomputers, mainframe computers,cloud based systems, virtualized systems, or distributed computingenvironments that may include any of the above systems or devices, andthe like.

While various embodiments are described in terms of the environmentdescribed above, those skilled in the art will appreciate that thefacility may be implemented in a variety of other environments includinga single, monolithic computer system, as well as various othercombinations of computer systems or similar devices connected in variousways including cloud computing resources. In various embodiments, avariety of computing systems or other different client devices may beused in place of the web client computer systems, such as mobile phones,personal digital assistants, televisions and associated video sources,cameras, tablet computer systems, laptop computer systems, desktopcomputer systems, etc.

FIG. 2C is a high-level data flow diagram to illustrate an examplerelationship between client software, a website, and server software.The example shows how a user can log into a website associated with thetechnology, download client software, and use the client to purchase,interact with, use and complete module-based lessons. The example clientsoftware system includes a locally installed software package thatauthenticates with a server-based application, e.g., a program that usesthe Internet to allow access, to obtain, interact with and completemodule based lessons. The modules include, e.g., a lesson plan thatutilizes a suitable apparatus such as the device described in FIGS.1A-1F and is completed on the user's client device 250 after the userobtains the lesson. For example, users use the client software on theirpersonal, professional, borrowed or owned device 250 to connect (e.g.,via the Internet, a local area network, a wide area network, broadband,Wi-Fi, cellular, or a point-to-point dial-up connection) 252 to a secureauthentication server 254.

The server system portion of this embodiment of the technology includesa dedicated application on a hosted service through the Internet thataccepts authenticated client connections. An example of this is aprogram installed on a user's personal device the client softwareconnects to through the internet to verify that the user has an activeaccount with privileges to access and obtain lesson modules. Through asecure connection the server provides the user with an authenticationinterface that allows the user to log in and then sort, view, start,purchase and/or interact with module based lessons. For example, whenthe client software is run, the server will present a screen which asksfor a valid username and password prior to granting access to the securelesson plans. This protects private user information and lesson plansfrom being accessed from outside sources. Access to each lesson ormodule may require a user to pay an annual subscription fee to accessthe module and/or a variable fee based on the number of credits it willreward when completed. Once the user has successfully logged in, theuser will determine which module they would like to “take” via downloadand use.

A secure server 254 may include a remotely or locally accessed computerworkstation, desktop, laptop, rack mounted server or other computingdevice protected from physical and/or electronic intrusion, and servesto validate the user's provided credentials against those stored in adatabase 256 to gain access to a computing device 258 that providesinformation about, e.g., the user's profile and purchases, as well asnew content, modules, updates or other software packages 260 availablefor download. While browsing content available on this server, the usercan purchase a module or other software via a third party or localpurchasing service 262 and download modules or other software packagesfrom a content storage database 264 to the local or client device 250.After the user has obtained the lesson plan he or she can interact withit while offline (not logged into the Internet) or online (logged intothe Internet) to utilize and complete the lesson, allowing users toaccess their training material regardless of Internet connectivity.

FIG. 3A is an illustration of an example lesson module user interface.Screen 300 shows different sections of a user interface that thetechnology can present to the user to provide a lesson in module format.The module lesson portion of this technology includes asoftware-generated user interface screen 300 that presents the user witha skillset building lesson plan. For example, a program window open ontheir personal device contains several components such as a main window301, which presents a graphical representation of the lesson contentbeing taught to the user, such as a tooth and instrument interacting; anarrative pane 302, which describes lesson instructions or providescontextual feedback; a navigation control set or pane 303, whichprovides ‘back’, ‘forward’, ‘stop’, ‘pause’, and other navigationalcontrols to the user; a detail pane 304, which provides a graphicalenhanced (e.g., ‘zoomed in’) look at the current lesson content; and alesson pane 305, which provided the user with a look at current, pastand future topics in the lesson they are interacting with. These lessonplans focus on real time competency feedback based training using aspecialized input device (e.g., the device 100 illustrated in FIGS.1A-1F and FIGS. 4A-4B) that is an accurate representation of the realworld instrument used in the situation being practiced in the lessonmodule, such as a custom device designed to mimic a dental instrument.These lesson modules focus on presenting the user with a 3D model of asimulated scenario using real time feedback from a hand held devicedescribed later in this section to replicate and practice real wordscenarios. Additional feedback can be provided (such as via sensors orthe like) from a work piece regarding the physical engagement betweenthe work piece and the hand held device 100. For example, the handhelddevice configured to replicate a dental hygiene instrument through theinsertion of a simulated dental hygiene instrument tip into the inputdevice would provide real time on screen feedback while the user adaptsthe hand held input device to a dental model. This provides the userwith the opportunity to assess their adaptation and immediately correcterrors with real time competency feedback from the described lessonmodule.

FIG. 3B is a block diagram showing modules of an example lesson plan inaccordance with an embodiment of the present disclosure. Lesson plan 350includes various lesson subjects or groupings 360 and individual lessonmodules, e.g, modules 361 and 362. The modules can be broken down into,e.g., an introduction, a main lesson body, and a summary that provides ascore in real time used to calculate official competency in the subjectmatter. The competency score generated during each lesson can grantcredits towards continuing education when applicable. Once the userbegins the module they will be presented with the list of expectedobjectives to be reached by the end of the lesson. The user will thenlisten and watch a video of a hygienist performing the procedure beingtaught. For example, modules for use of a dental explorer may cover theuse of the explorer in the mouth and the correct hand position on theexplorer.

The technology can present a video guide including a 3D close up of theexplorer properly adapted to the tooth and the proper hand position onthe tool with a narrative laying out the steps to the use of theexplorer. The user is then directed to pick up the simulation device,hold it properly given a series of helpful guides, and then to adapt itto the companion tooth and use it around the circumference of the tooth.Throughout this procedure the technology assesses via the plurality ofsensors whether the user is holding the instrument correctly, whetherthe instrument is maintaining the correct adaption to the tooth, andwhether the instrument is properly engaging the tooth. If the user isnot holding the instrument correctly or adapting it to the toothproperly, the system shows on the screen what the user is doingincorrectly and what to change, giving the user (or an instructor orevaluator) immediate feedback. Once the user has reached competencyusing the instrument the proper way, the user can move on to the nextaspect or module of the lesson. The user will continue throughout thelesson plan until competency has been reached in each section and/ormodule. Once this complete competency has been shown, the user will bedirected to sync their completed module results to the server and thengiven the option to complete a competency based ‘test’ on that modulewhile logged into the secure server. After successfully passing thistest the user can be given continuing education credits for thecompleted module. The technology allows the user to repeat the lesson asmany times as they want, e.g., up to an assigned number of weeks ormonths before having to pay for the module again.

FIG. 4A is a detail view illustrating a sensor array of the exampleassembly tip shown in FIG. 1D. Tip 136 is as shown in FIG. 1D's expandedcutaway view 107. The detail view shows a sensor array 402, such as apressure sensor array or other sensor array, designed for multi zonefeedback, used to provide feedback for multiple areas of a professionaltool that requires varying amounts of pressure along a small area toutilize correctly. The illustrated example is adapted for use in dentalhygiene education via custom tip 136 and a work piece, such as a modeltooth 410. The example configuration includes a custom multi-zone sensorarray 402 (a sensor which could pick up information from multiplepoints) utilizing electrical resistive or capacitive ‘nodes’ thatprovide feedback to differentiate between which points of the tool ‘tip’have come in contact with another object via a method of a change inelectrical current. The sensor array 402 allows the technology toprovide real time feedback for multiple areas of a professional tool.

For example, in dental hygiene, only one to two millimeters of a giveninstrument are adapted to the tooth for correct instrumentation. Themulti-zone sensor array 402 is configured to look like a professionaltool attached as a tip 136 to a host device 100. This multi-zone sensorarray 402 can include one or a series of pressure, resistive,capacitive, electrical sensitive or any other sensor modules, zones ornodes 402 which could vary in size, shape, composition alignment ormaterial, aligned along the face of a tip 136 meant to replicate thelook and feel of a real world instrument. These sensor modules, zones,or nodes, on their own or coupled with additional electronic components138, send signals or data along traces, wiring or other connectionmethods 404 to a connection point 144 on the main body of the device 100in order to establish communication to the control or program module 126inside the main body 102 of the device 100.

This multi-zone sensor array 402 can be configured for use on its own orin conjunction with an object 410 made of a metallic or other materialcompatible with the sensor array on the tip (e.g., having variousmetallic portions to indicate the location of contact between the device100 and the object 410). The object may be designed to stand on its ownor to be inserted into an existing training apparatus to provide thesensor array a surface to detect pressure, resistive, capacitive,electrical or other sensory changes on. The object may simulate aportion of a human body. For example, when sensors of sensor array 402come in contact with various portions of an artificial or model tooth410 that the user is practicing on, electronic data is sent to the mainbody of the device 100 which transmits data (e.g., via a wired orwireless connection, or via a base station 146) to the computing devicerunning the module lesson. The object 410 can also include sensors ofvarious types (e.g., pressure sensors) to sense and allow the technologyto determine whether the user is correctly engaging the work pieceobject 410. The technology translates that incoming data into agraphical representation of how well the user is performing certaintasks on the artificial tooth with the instrument simulator and providesinteractive feedback to the user on which adjustments to make in theirtechniques. For example, the technology may use the model tooth 410 toteach and evaluate a user regarding skills for detection of caries,removal of calculus, and exploration of pocket or tooth characteristics,for drilling and/or doing fillings or other restorative procedures, orfor oral surgery skills (using devices 100 in the form of various dentaltools, e.g., a dental drill). Other types of models can be used toteach, e.g., the administration of anesthetic or surgical skills forvarious portions of the human body.

FIG. 4B is a detail view illustrating a sensor array of another exampleassembly tip. The tip 450 contains components similar to tip 136 but hasa different shape to resemble a different tool. The tip 450 may containdifferent types and/or arrangements of sensors 452 for sensing andtesting different skills.

Various embodiments of the technology include devices 100 of differentforms than the dental tools illustrated in the Figures. For example, thedevice 100 could resemble a surgical tools such as scalpels, forceps, oranesthetic injection needles. The device 100 could be in the form of aninterface for laparoscopic, robotic, or remote surgery. It could alsoinclude, e.g., haircutting implements such as scissors, to trainindividuals to handle such implements in ways that promote proper andefficient use of the implements. In some embodiments, the device 100 isbuilt to resemble or be a non-medical or -dental tool related to otherfields or professions, to teach a user how to hold and use the toolcorrectly.

From the foregoing, it will be appreciated that specific embodiments ofthe technology have been described herein for purposes of illustration,but that various modifications may be made without deviating from thespirit and scope of the technology. Further, certain aspects of thetechnology described in the context of particular embodiments may becombined or eliminated in other embodiments. Moreover, while advantagesassociated with certain embodiments of the technology have beendescribed in the context of those embodiments, other embodiments mayalso exhibit such advantages, and not all embodiments need necessarilyexhibit such advantages to fall within the scope of the technology.Accordingly, the disclosure and associated technology can encompassother embodiments not expressly shown or described herein. Thus, thedisclosure is not limited except as by the appended claims.

Unless the context clearly requires otherwise, throughout thedescription and the claims, the words “comprise,” “comprising,” and thelike are to be construed in an inclusive sense, as opposed to anexclusive or exhaustive sense; that is to say, in the sense of“including, but not limited to.” As used herein, the terms “connected,”“coupled,” or any variant thereof means any connection or coupling,either direct or indirect, between two or more elements; the coupling orconnection between the elements can be physical, logical, or acombination thereof. Additionally, the words “herein,” “above,” “below,”and words of similar import, when used in this application, refer tothis application as a whole and not to any particular portions of thisapplication. Where the context permits, words in the above DetailedDescription using the singular or plural number may also include theplural or singular number respectively. The word “or,” in reference to alist of two or more items, covers all of the following interpretationsof the word: any of the items in the list, all of the items in the list,and any combination of the items in the list.

The above Detailed Description of examples of the disclosure is notintended to be exhaustive or to limit the disclosure to the precise formdisclosed above. While specific examples for the disclosure aredescribed above for illustrative purposes, various equivalentmodifications are possible within the scope of the disclosure, as thoseskilled in the relevant art will recognize. For example, while processesor blocks are presented in a given order, alternative implementationsmay perform routines having steps, or employ systems having blocks, in adifferent order, and some processes or blocks may be deleted, moved,added, subdivided, combined, and/or modified to provide alternative orsub combinations. Each of these processes or blocks may be implementedin a variety of different ways. Also, while processes or blocks are attimes shown as being performed in series, these processes or blocks mayinstead be performed or implemented in parallel, or may be performed atdifferent times. Further, any specific numbers noted herein are onlyexamples: alternative implementations may employ differing values orranges.

The teachings of the disclosure provided herein can be applied to othersystems, not necessarily the system described above. The elements andacts of the various examples described above can be combined to providefurther implementations of the disclosure. Some alternativeimplementations of the disclosure may include not only additionalelements to those implementations noted above, but also may includefewer elements.

These and other changes can be made to the disclosure in light of theabove Detailed Description. While the above description describescertain examples of the disclosure, and describes the best modecontemplated, no matter how detailed the above appears in text, thedisclosure can be practiced in many ways. Details of the system may varyconsiderably in its specific implementation, while still beingencompassed by the disclosure disclosed herein. As noted above,particular terminology used when describing certain features or aspectsof the disclosure should not be taken to imply that the terminology isbeing redefined herein to be restricted to any specific characteristics,features, or aspects of the disclosure with which that terminology isassociated. In general, the terms used in the following claims shouldnot be construed to limit the disclosure to the specific examplesdisclosed in the specification, unless the above Detailed Descriptionsection explicitly defines such terms. Accordingly, the actual scope ofthe disclosure encompasses not only the disclosed examples, but also allequivalent ways of practicing or implementing the disclosure under theclaims.

To reduce the number of claims, certain aspects of the disclosure arepresented below in certain claim forms, but the applicant contemplatesthe various aspects of the disclosure in any number of claim forms. Forexample, while only one aspect of the disclosure is recited as acomputer-readable memory claim, other aspects may likewise be embodiedas a computer-readable memory claim, or in other forms, such as beingembodied in a means-plus-function claim. (Any claims intended to betreated under 35 U.S.C. § 112(f) will begin with the words “means for”,but use of the term “for” in any other context is not intended to invoketreatment under 35 U.S.C. § 112(f).) Accordingly, Applicants reserve theright to pursue additional claims after filing this application topursue such additional claim forms, in either this application or in acontinuing application.

We claim:
 1. A skill training apparatus, comprising: a handheld instrument that is free standing and comprises a plurality of sensors, including at least one orientation sensor for detecting an orientation of the handheld instrument, and at least one contact sensor for detecting contact with the handheld instrument, wherein the plurality of sensors are operatively coupled to a processor that receives sensor data from the plurality of sensors; and a computer-readable storage medium including a data structure that characterizes proper orientation of the handheld instrument and proper contact with the handheld instrument, a first set of instructions configured to cause the processor to compare the sensor data to the data structure, and a second set of instructions configured to cause the processor to provide, through an output device operatively coupled to the processor, feedback based on the comparison of the sensor data to the data structure.
 2. The skill training apparatus of claim 1, wherein the handheld instrument is a dental curette or dental scaler.
 3. The skill training apparatus of claim 1, wherein the handheld instrument further comprises an interchangeable tip.
 4. The skill training apparatus of claim 1, wherein the handheld instrument is a scalpel.
 5. The skill training apparatus of claim 1, further comprising a pressure sensor configured to detect user grip.
 6. The skill training apparatus of claim 1, wherein the data structure is part of a lesson plan.
 7. The skill training apparatus of claim 6, wherein the lesson plan comprises a plurality of modules for training a user in a plurality of skills.
 8. The skill training apparatus of claim 1, wherein the handheld instrument has a grip portion and a working end, wherein the working end comprises the at least one contact sensor and is configured to detect contact between the handheld instrument and a work piece.
 9. The skill training apparatus of claim 8, wherein the work piece simulates a portion of a human body.
 10. The skill training apparatus of claim 8, wherein the work piece is a sharpening stone. 